Sept. 12: What factors influence comprehension?
Class Activity: Rand Comprehension Model
Class Slides: (click to see photos of class charts with the details of each factor)
2. Post your 90-second Flipgrid reflection in response to this question: Please share some of your personal reflections about reading comprehension instruction that were prompted by our Five Corners Activity in class and your reading of Cornett's Chapters 1 and 2. What are some of the biggest ideas that now make sense to you about (a) what comprehension includes and (b) how it should be taught. Explain reasons for your choices.[IMPT: Your response should be based on the Cornett Readings and our two first days of class activities rather than on your previous experiences outside of our class]. Please note: If the Flipgrid interface doesn't work in Firebox browser, try Google Chrome. You should also be able to use this on your cell phone.
3. Review the Reading Interview assignment and think about a young child to interview. This assignment is due October 6 and will be used as part of our group activity during class on Oct. 6
Sept. 14: Why teach reading comprehension as inquiry-based problem solving? Powerpoint Slides:
For some reason, the slides were taking too long to downlaod, so here's a pdf of the slides as well. It's a REALLY big file, so it might take a while to download.
Please download the digital version to type your final joint plan and individual reflection. You can type your draft for next Tuesday, Sept 19, in this file or just write it on the blue paper you got in class. The final typed version of your plan and your reflection is not due until next Thursday, Sept. 21)
Talk with your group about your book launch plans; come prepared next class so EACH member gives your book launch to a separate group.
NOTE: If you are reading an informational text for your book launch, you may consider the clusters of grade level topics in the Next Generation Science Standards for grades 3-5 to inform the "big ideas" your text might connect with. To use, click on the grade level topic hyperlinks, and then scan the middle column of "disciplinary core ideas" to help you generate "big ideas" in the form of a statement or question.
Sept. 19: How do we launch a book to engage students in big ideas and preparing to read? Class Activity: Practice book launch with your partner; then conduct book launch in jigsaw groups
Homework:
Type up your joint book launch activity (using digital version from Sept. 14) and then type up your individual reflection of the post-activity questions at the end. Print out and bring to class on Thursday. Bonus point if you can align with at least one relevant Science Standard or Common Core Standard (see links above)
Read Cornett Chapter 6 on Motivation
OPTIONAL: complete Noticing Good Teaching (NGT) outline to help organize/summarize and creatively respond to the big ideas
Sept. 21: Why does motivation matter? How do we create supportive learning contexts? Class Activity:
Video Analysis of Creating Contexts for Learning(feel free to explore the later segments of the video after class for additional ideas about classroom routines and grouping options)
Complete Digital Resource Review (15 points) and optional screencast (5 points): You may work individually or with a partner to complete this assignment. If you work with a partner, please provide a brief explanation of each of your individual contributions to your joint review.
IMPORTANT: Please come to class on Tuesday prepared to orally share a summary of the digital resource you reviewed in small jigsaw groups with your "Interview Committee." Bring a laptop or ipad if possible to display the resource so you can demonstrate what it looks like and how to use it.
NOTE:
Your student reading interview is due Thurs. October 5, so you might start thinking about finding a little person to help you out!
The 2nd Flipgrid video reflection will not be due until Oct. 3 (more about the prompt later)
Sept. 26: How can inquiry practices and digital texts/tools help differentiate instruction for all learners? Class Activity:
Sharing your digital texts and tools in small groups
Reflecting on the value of inquiry practices and digital texts/tools
Homework:
Watch three videos and take notes to prepare for in-class discussion:
Small group reaction to videos and written response/oral presentation in Google Slides (hand in your individual homework notes and small group discussion notes at end of class) -
Interview with Changhee Lee
Homework:
Record your 2nd Flipgrid Video Reflection using this prompt:
We've been talking about reading comprehension as an inquiry-based problem solving process. Today, I mentioned the goal of active comprehension is for learners to actively be involved in "owning the meaning making." What connections can you make between the tasks I assigned (e.g. your homework assignment to watch and respond to three videos and your experiences today to synthesize your notes into an oral presentation to the class) and what your textbook has described as ways to foster comprehension, motivation, and engagement? From your perspective, how effective were the experiences in getting you to "own the meaning making" across the three videos, and how might you apply these same ideas to foster active comprehension and engagement in your work with elementary school students?
Read Leslie Morrow's two page overview of the Common Core State Standards in English Language Arts
Download and complete the summary table and jot key ideas for relevant grade levels related to each area; focus especially on Reading Literature, Reading Information Texts, and Speaking & Listening - come to class with completed table and be prepared to discuss and analyze further
PART 1: Factors That Influence Comprehension And Expectations for Meeting the Needs of Today's Readers
Sept. 7: Course Introduction
Class Slideshow:
Activity: 5 Core Elements of Reading Instruction
Class Padlet: What skills are required to be a good reader?
Padlet results (download pdf)
HMWK DUE 9/12: Read Cornett, Chapter 1 to find out: What factors influence reading comprehension?
Sept. 12: What factors influence comprehension?
Class Activity: Rand Comprehension Model
Class Slides: (click to see photos of class charts with the details of each factor)
HMWK DUE 9/14:
1. Read Cornett, Chapter 2
Optional: Noticing Good Teaching Journal #1
2. Post your 90-second Flipgrid reflection in response to this question:
Please share some of your personal reflections about reading comprehension instruction that were prompted by our Five Corners Activity in class and your reading of Cornett's Chapters 1 and 2. What are some of the biggest ideas that now make sense to you about (a) what comprehension includes and (b) how it should be taught. Explain reasons for your choices.[IMPT: Your response should be based on the Cornett Readings and our two first days of class activities rather than on your previous experiences outside of our class].
Please note: If the Flipgrid interface doesn't work in Firebox browser, try Google Chrome. You should also be able to use this on your cell phone.
3. Review the Reading Interview assignment and think about a young child to interview. This assignment is due October 6 and will be used as part of our group activity during class on Oct. 6
Sept. 14: Why teach reading comprehension as inquiry-based problem solving?
Powerpoint Slides:
For some reason, the slides were taking too long to downlaod, so here's a pdf of the slides as well. It's a REALLY big file, so it might take a while to download.
Class Activity:
HOMEWORK:
Sept. 19: How do we launch a book to engage students in big ideas and preparing to read?
Class Activity: Practice book launch with your partner; then conduct book launch in jigsaw groups
Homework:
Sept. 21: Why does motivation matter? How do we create supportive learning contexts?
Class Activity:
Homework:
Sept. 26: How can inquiry practices and digital texts/tools help differentiate instruction for all learners?
Class Activity:
Homework:
Sept. 28: How can teaching practices tap into students’ diverse socio-cultural and linguistic backgrounds?
Class Activity:
- Exploring the possibilities of Seesaw in elementary school classrooms - starting small with Seesaw in first grade can turn into something big!
- Small group reaction to videos and written response/oral presentation in Google Slides (hand in your individual homework notes and small group discussion notes at end of class) -
- Interview with Changhee Lee
Homework:Oct. 3: Clarifying Book Launch Practices
Slides from Class:
Classwork:
Homework:
Move to Part 2 of Syllabus